小学生心理旋转认知特点的实证研究与数学教学启示  

Empirical study on the characteristics of psychological rotation cognition in primary school students and its implications for Mathematics teaching

作　　者：张颖[1] ZHANG Ying(Department of Primary Education,Hebei Normal University,Shijiazhuang 050024,China)

机构地区：[1]河北师范大学初等教育学院,河北石家庄050024

出　　处：《心理月刊》2024年第23期106-110,共5页

基　　金：2023年度河北省社会科学基金项目(HB23JY009)

摘　　要：目的 关注小学生在心理旋转任务中的空间认知能力,探讨性别和任务材料特点(二维与三维)对学生表现的影响。方法 本研究采取方便抽样和整群抽样,在混合研究设计的基础上,于2023年4月在北京市选取218名小学生作为研究对象,通过心理旋转任务的不同难度层次来评估他们的空间能力。结果 总体上男女生在心理旋转任务的表现没有显著差异(P>0.05),但当任务涉及更高维度和难度时,男生表现显著优于女生(维度-难度主效应显著,P<0.001;性别与维度-难度的交互作用显著,P<0.05)。结论 在小学数学课程中可以有效融合和实施旋转教学,促进学生空间能力的发展。Objective To focus on the spatial cognitive ability of primary school students in mental rotation tasks,and explored the effects of gender and task material characteristics(2D and 3D)on students'performance.Methods In this study,convenience sampling and cluster sampling were adopted.Based on a mixed study design,218 primary school students in Beijing were selected in April 2023 to evaluate their spatial ability through different difficulty levels of mental rotation tasks.Results There was no significant difference in the performance of male and female students on mental rotation tasks in general(P>0.05),but when the task involved higher dimensions and difficulty,male students performed better than female students(The dimensional-difficulty main effect was significant,P<0.001;the interaction between gender and dimensional-difficulty was significant,P<0.05).Conclusion Rotating teaching can be effectively integrated and implemented in primary school mathematics curriculum to promote the development of students'spatial abilities.

关 键 词：小学数学 空间认知能力 心理旋转任务 性别差异 维度和难度 

分 类 号：B84[哲学宗教—心理学]